<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This paper explored the value of learner’s stories for ESL (English as a Second Language) teachers’ teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education), ESL and SLA (Second Language Acquisition). Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers’ teaching and research.</p></abstract>

This paper explored the value of learner’s stories for ESL (English as a Second Language) teachers’ teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education), ESL and SLA (Second Language Acquisition). Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers’ teaching and research.

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This paper explored the value of learner’s stories for ESL (English as a Second Language) teachers’ teaching and research through a narrative inquiry of the...

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Publié en ligne: 08 nov. 2016

Pages: 222 - 232

DOI: https://doi.org/10.1515/jolace-2016-0033

Mots clés
Narrative inquiry, qualitative research, ESL teachers, L2 learning

© 2016 Xing Fang, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Publié en ligne: 08 nov. 2016

Pages: 222 - 232

DOI: https://doi.org/10.1515/jolace-2016-0033

Mots clésNarrative inquiry, qualitative research, ESL teachers, L2 learning

© 2016 Xing Fang, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
Narrative inquiry, qualitative research, ESL teachers, L2 learning